INSIDE THE HARLEM RENAISSANCE
||Our class has been asked to produce a Black History video focusing on the Harlem Renaissance. The International Broadcast Corporation has asked that we include historical and cultural background, photographs and interviews with prominent African-Americans associated with the period. We are also encouraged to include any other information we feel is pertinent to the time. This is a wonderful opportunity for each of you, our class, and the entire school community. We will show the rest of the nation the quality of our students and the superior product we are capable of producing.|
- Memory's Voices
- Creating Documentary Entries [PDF] (History Day)
When dividing tasks amongst your group members, keep in mind individual strengths. Each of you will be responsible for academic research, but allow the gifts/talents of the group to surface and help create a powerful product. It is important to cooperate in the division of tasks and keep an open mind during group and individual discussions concerning the project.
After completing this project, what is it that you believe is the most important aspect of the Harlem Renaissance? Why?
The project will be evaluated by a rubric created by the class on the planning day. Your rubric will be based on the criteria you agree makes an outstanding video documentary of the historical/literary topic assigned and historical quality based on:
- clear thesis with supporting evidence
- good research evidenced by a minimum of four sources in a bibliography
- includes all elements requested by International Broadcasting
You have had ample opportunities in your lives to experience many types of programming. In a sense you are experts. You know what makes a program both entertaining and informational. Consider using a five point rubric; five being an outstanding documentary that is ready for broadcast and one being a video that is in its earliest production stages.
Grade Level/Unit: Grade 11 / The Jazz Age
Historical Research, Evidence, and Point of View
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
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Last revised 03/23/06